LEADER SUPERVISION AND EVALUATION...The supervision and evaluation process is a tool for assessing a leader’s skills, recognizing areas of strength and seeking opportunities for

LEADER

SUPERVISION AND

EVALUATION

BUILDING

TRANSFORMATIONAL

LEADERSHIP

SETTING THE CONTEXT

FRESNO UNIFIED SCHOOL DISTRICT

BUILDING TRANSFORMATIONAL LEADERSHIP THROUGH THE

SUPERVISION AND EVALUATION PROCESS

KEY TENET OF TRANSFORMATIONAL LEADERSHIP FUSD leaders model transformational leadership. This high standard of expectation requires our

leaders to intentionally invest in high quality supervision and evaluation for the purpose of

increasing capacity. We recognize that the growth of individuals and teams is central to our goal

of improving student achievement. Thus, we deeply value the supervision and evaluation process

as an opportunity to amplify, leverage and align individual and team strengths to FUSD’s

mission of preparing career-ready graduates.

THE SUPERVISION AND EVALUATION PROCESS The Fresno Unified School Leader Supervision and Evaluation process is designed to

provide regular, clear, standards/competency-based feedback to support mission- aligned

continuous improvement efforts of each and every leader.

The supervision and evaluation process is intended to be collaborative between the leader and

his/her supervisor. This approach reinforces an intentional culture of high achievement,

continuous improvement and mutual accountability. The supervision process involves all

employees in spreading a vision of high quality learning and teaching across the entire district.

This increases the opportunity and the capacity of employees to make a difference for student

learning. The supervision and evaluation process is a tool for assessing a leader’s skills,

recognizing areas of strength and seeking opportunities for improvement.

The goals of the supervision and evaluation process are as follows:

To define and ensure effective professional standards/competencies by using common

criteria to establish expectations, assess progress, and evaluate accurately

To build systemic commitment to moving student achievement by improving adult

practice through a process of setting mission aligned goals

To develop the relational capacity required to bring out the best in one another

To foster creativity and innovation while empowering growth and collaboration through

Classroom and Accountable Community Foundations

To celebrate highly effective leaders

To support recommendations for reappointment, non-renewal and/or promotion

To ensure that we are accountable for our own performance

LEADERSHIP

STANDARDS

PLACEMAT

TIMELINES and

FORMS

SELF-ASSESSMENT

PROFESSIONAL LEARNING

PLAN

ONGOING DATA/EVIDENCE

COLLECTION


ANNUAL LEADER SUPERVISION AND EVALUATION PROCESS

Step I – Self-Assessment and Professional Learning Planning Process (August- September)

The purpose of this self-assessment and professional learning planning process is to promote the following:

Data/evidence-based reflection on leadership practices

Identification of areas of strength and learning

Creation of a Professional Learning Plan that includes goal and target setting and strategies for achieving

them

Aspirational planning and support for future career advancement through reflection and discussion about

the following:

o Where does the employee want to be in 2-5 years? o What are the best next steps to attain this goal and why? o What are some risks and rewards of this aspiration?

Step II – Mid-Year Progress Review (November-December)

The purpose of this formative mid-year progress review is to formally review progress-to-date on meeting

Leadership Standards and fulfilling Professional Learning Plan goals and targets.

Process:

Employee and supervisor review, analyze, and synthesize performance data/evidence that reveal patterns of

performance

Employee and supervisor organize this data into “evidence” statements

Evidence statements inform the learning of:

o Claim

o Evidence

o Impact

o Question or Judgment

Employee and supervisor discuss and celebrate performance data/evidence that reveal patterns of strength

Employee and supervisor discuss performance data/evidence that reveal ongoing patterns of learning

Based on data/evidence, mid-year Professional Learning Plan modifications are made and, if necessary, a

Work Plan is developed

Step III - Final Review Process (April - May)

The purpose of the final review process is to review the proficiency levels achieved during the review period and, in

the spirit of “no surprises”, foreshadow the content and ratings on the final ratings on the evaluation.

Step IV - Final Conference (May - June)

The purpose of the final conference is to provide the employee with a summative evaluation of performance on

Leadership Standards. Evaluations are due in iAchieve June 30.

Process:

Employee and supervisor assess, analyze, and celebrate performance data/evidence that reveal patterns of

strength

Employee and supervisor assess and analyze performance data/evidence that reveal ongoing patterns of

learning

Supervisor informs employee if there are performance deficiencies (DNMS) or areas of growth that

necessitate a Work Plan

Employee and supervisor revisit and assess, adjusting if necessary the aspirational planning and support for

future career advancement initiated in Step I of this process

Supervisor completes the evaluation document utilizing the cumulative patterns of performance

data/evidence to inform the learning of:

o Claims

o Evidence o Impact o Judgment

Employee and supervisor engage in a reflective conversation about the final evaluation, focusing on and

distinguishing strengths, areas of learning and, if necessary, required areas of growth

For each rating of “Does Not Meet Standard” employee assesses and analyzes the Leadership Standard in

relation to their performance data, and constructs goal statements and a Work Plan is required

o A Work Plan is only required for ratings of “Does Not Meet Standard”

Supervisor and employee sign the evaluation report

o The employee may attach comments to the evaluation form

Self-Assessment and Professional Learning Plan

Annual Self-Assessment and Professional Learning Planning Process (August- October) The purpose of this annual self-assessment and professional learning planning process is to promote the

following:

Data/evidence-based reflection on leadership practices

Identification of areas of strength and learning

Creation of a Professional Learning Plan that includes goal and target setting and strategies for

achieving them

Aspirational planning and support for future career advancement through reflection and

discussion about:

o Where do I want to be in 2-5 years? o What are the best next steps to attain this goal and why? o What are some risks and rewards of this aspiration?

Process:

Construct a draft of the Self-Assessment and Professional Learning Plan, based on data/evidence,

including student achievement data

Examine and analyze each standard, element, and sub-element, assessing areas of strength and

areas of learning; utilize the boxes below each Leadership Standard to provide written reflection

Submit to your supervisor by the end of October; utilize during your pre-evaluation meeting to

reach agreement on the Self-Assessment and the Professional Learning Plan

o analyze the meaning of each standard, element and sub-element

o examine your patterns of performance based on data/evidence

o calibrate your current performance with your supervisor

o reach agreement on the Professional Learning Plan

Following the pre-evaluation conference, continually collect, analyze and synthesize

performance data/evidence that reveal patterns of strength and learning over time

During the collection process, performance data/evidence are dated and aligned with appropriate

Leadership Standards

Formulate performance data/evidence that reveal patterns of strength and learning into

“evidence” statements

o Evidence statements inform the construction and learning of:

Claim

Evidence

Impact

Question or Judgment

Meet regularly to assess, analyze, and incorporate performance data/evidence findings into the

Professional Learning Plan and to discuss progress on this plan

STANDARD 1: SKILLFUL SUPERVISION AND EVALUATION Goal: The leader aligns all actions with the district mission and vision while building the

capacity of individuals and teams.

1.1 Provi 1.1.1

des clear expectations and goals for staff supervision and development I conduct and complete an annual self-assessment and goal setting process for

myself and all staff

1.1.2 I utilize the structure of claim, evidence, impact and question/judgment in the

supervision and evaluation process

1.1.3 I meet all contractual timelines and guidelines

1.2 Assesses and builds capacity of individuals and teams to establish and achieve goals 1.2.1 I strategically hire, place and utilize staff to work toward their strengths 1.2.2 I conduct data reviews, formal and informal calibrated observations and provide

evidence- based feedback daily for the explicit purpose of improving individual

and organizational performance

1.2.3 I demonstrate the ability to support staff in the design and facilitation of short and

long-term strategic plans

1.2.4 I build cohesive, effective, mission-driven teams

1.2.5 I cultivate a workplace that embraces diversity and motivates each individual to

higher levels of performance

1.3 Ensures that every adult treats each individual with fairness and respect while

maintaining a culture of high expectations for ALL students and adults 1.3.1 I support and provide ongoing professional learning and feedback for teachers,

staff and other adults to treat all individuals with care and respect

1.3.2 I review climate regularly using input of students, families and staff

1.3.3 I build relationships with individuals that foster their engagement, performance,

and achievement

1.3.4 I identify and address climate issues and conditions that contribute to

disproportionality in master scheduling, grading patterns, suspension/expulsion

and graduation rates

1.4 Models professional ethics

1.4.1 I show willingness to admit error, take responsibility, learn and grow from it 1.4.2 I demonstrate my ability to value diverse perspectives through my willingness to

adjust my course

1.4.3 I provide and ask for direct, honest, confidential, and tactful feedback to/from

individuals and teams

Strengths

Learning Focus Areas

STANDARD 2: USING EVIDENCE TO IMPROVE INSTRUCTION Goal: The leader creates a student-centered culture of high expectations and accountability.

2.1 Plans, sets and meets goals for student achievement and/or department 2.1.1 I intentionally align our school/department plan with district goals 2.1.2 I enlist the ideas, input and support of my staff in the development of our targets,

goals and operational plan

2.1.3 I guide staff in using data thoughtfully to assess options and commit to courses of

action that are likely to support the achievement of targets and goals

2.1.4 I demonstrate knowledge of legal requirements, district policies and relevant

standards pertaining to my job assignment

2.2 Effectively analyzes and uses data 2.2.1 I identify and utilize multiple data points to cross-reference decisions

2.2.2 I provide direction and build a vision to implement and maintain classroom-

based/department progress monitoring assessments

2.2.3 I ensure that relevant data are available and examined regularly to monitor

progress and to adjust plans accordingly

2.2.4 I regularly gather evidence of student performance and process improvement

during routine classroom/school/department observations and walk-throughs

2.2.5 I promote the use of multiple data sources to determine student achievement and

process improvements

2.2.6 I utilize data strategically to forecast trends, align benchmarks with targets and

address long term gaps in achievement and process

2.3 Provi 2.3.1

des and participates in professional learning consistent with goals I support staff through targeted, data-driven professional learning

2.3.2 I build the capacity of my staff to identify and utilize multiple data points to

cross-reference decisions

2.3.3 I provide professional learning that builds content knowledge (Note: schools also

include pedagogical expertise and assessment literacy)

2.4 Supports Accountable Communities that focuses on effective practice, use of data, and common planning 2.4.1 I facilitate discussion of data and student/adult artifacts with individuals and

teams to ensure ownership and constant refinement of instruction/performance

2.4.2 I assist staff in the writing and use of formative and summative assessments

2.4.3 I build or contribute to a school/department environment that supports learning

and growth of staff toward achievement of the school/department mission, vision

and goals

2.5 Effectively monitors, evaluates and adapts programs to support learning

2.5.1 I work with the staff to develop a tiered system of supports to meet all

students’/employees’ needs

2.5.2 I ensure success by intervening early to accelerate growth and to avoid the need

for remediation

Strengths


STANDARD 3: DECISION MAKING/MANAGING CHANGE Goal: The leader enlists collective voice to make decisions that result in impactful change for ALL students and staff.

3.1 Demonstrates quality judgments during all decision making processes

3.1.1 I link decisions to the mission, vision, and goals of the grade level/department, school and district

3.1.2 I model transparency by ensuring staff members understand and can responsibly

participate in the decision making process

3.1.3 I utilize an appropriate decision-making process in solving challenges and

improving practices that result in decisions that stay made

3.1.4 I utilize and foster the use of effective decision making tools/processes to focus

the work of staff on written performance targets

3.2 Utilizes effective structures, systems and processes to establish a rigorous culture

and positive climate 3.2.1 I assess quality and demonstrate measureable results in the performance of

structures, systems and processes

3.2.2 I contribute to positive staff morale through flexibility, support, and recognition

of individuals and teams working toward grade level/department, school goals

and priorities

3.2.3 I demonstrate a history of meeting timelines and completing projects on schedule

3.2.4 I create systems that reduce variability while increasing equity and access

3.3 Recognizes and responds to the need for change based on current performance data

and research trends

3.3.1 I apply positive pressure to stimulate organizational learning, growing and thriving

3.3.2 I demonstrate the ability to recognize and prioritize strategic opportunities for

change that lead to improvement

3.4 Demonstrates responsibility for high quality personnel decisions that ensure the

recruitment, selection, placement and retention of a diverse and talented workforce 3.4.1 I assess personnel effectively and distribute leadership roles to build the capacity

of staff

3.4.2 I demonstrate the ability to align all personnel decisions by matching strengths of

staff to the needs of the school/department

3.4.3 I deal appropriately and professionally with personnel issues, including personnel

recommendations, evaluation, staff deficiencies, and employee retention

3.4.4 I invest in all employees by co-creating a development plan and providing

conditions for success with an emphasis on individuals in their first three years of

employment

Strengths


STANDARD 4: APPROPRIATELY ALLOCATING RESOURCES Goal: The leader uses resources effectively and efficiently in alignment with the district mission and vision.

4.1 Strategically analyzes and aligns resources of time, money, and people to

innovatively support the district mission, vision and site/department goals and

priorities 4.1.1 I analyze and use data and information to target resources to support the district

mission, vision and achievement of school/department goals

4.1.2 I organize resources to orchestrate multiple processes at once to accomplish a goal

4.1.3 I prioritize time and the time of others to be spent on what is mission critical

4.2 Utilizes resources to guarantee equity and access for ALL students

4.2.1 I appropriate all available resources (time, money, people) to support relentless continuous improvement

4.2.2 I regularly analyze and reflect upon structures, systems, processes, and procedures

to ensure equity for all students

4.2.3 I leverage and integrate resources to ensure that all students have the greatest

number of opportunities from the widest array of options

4.2.4 I ensure that the allocation of resources results in student-centered actions that

reduce disproportionality in behavior and achievement results

4.3 Builds and contributes to a school/department that supports learning and growth

for staff toward achievement of district/school goals 4.3.1 I provide common structured time for individual and organizational learning

based upon student/employee performance and needs

4.3.2 I leverage the eagerness of adults to learn together to address complex issues

Strengths


STANDARD 5: EFFECTIVE COMMUNICATION Goal: The leader effectively communicates with all stakeholders including colleagues, staff, students, families, community and supervisors.

5.1 Utilizes effective and appropriate communication processes

5.1.1 I state, restate and/or modify the message as the year progresses 5.1.2 I utilize the appropriate communication medium, matching purpose and audience

5.1.3 I use student voice to shift culture and adult expectations

5.2 Produces varied, high quality forms of communication to address all stakeholders

5.2.1 I demonstrate writing skills complete with clarity of purpose, focused message, relevance to audience, and other quality indicators such as grammar, mechanics,

spelling and word choice

5.2.2 I embrace and utilize technology to enhance communication

5.3 Uses effective listening, writing, speaking and non-verbal communication skills

5.3.1 I establish a clear, focused message centered on targeting continuous academic improvement which is communicated in various formats and venues throughout

the school year

5.3.2 I communicate and support the value of diversity issues

5.3.3 I am proficient with verbal and visual delivery techniques when presenting

information

5.4 Partners with the school and local community to promote student learning

5.4.1 I report achievement results to students, parents, teachers and other leaders 5.4.2 I implement effective methods to communicate with families to ensure that every

student is in school, in class, and engaged in learning every day

5.4.3 I promote increased student enrollment and retention through effective

communication with current and prospective parents and students

5.4.4 I understand community dynamics and consider stakeholder input when making

decisions

Strengths


STANDARD 6: SERVICE TO SITES Goal: The district leader meets or exceeds the needs and expectations of all stakeholders,

specifically colleagues, staff, students, families, community and supervisors.

6.1 Provi des consistent high quality service

6.1.1

6.1.2

I align the work of our team to the mission of our district and to school/department needs and issues

I systematically monitor and improve the quality of my service

6.1.3 I respond to school needs with differentiated support

6.2 Supports and builds capacity in all customers 6.2.1 I provide, seek and respond to feedback and guidance in a timely and professional

manner

6.2.2 I build capacity in all stakeholders so they can complete the same task

independently in the future

6.3 Generates interdependent, integrated, interdepartmental response to site needs

(white space work) 6.3.1 I create self-sustaining systems that support school/department needs 6.3.2 I demonstrate active interest and curiosity to effectively meet school/department

needs

6.3.3 I anticipate future needs and potential barriers and develop contingency plans

6.3.4 I demonstrate and cultivate healthy team behaviors that support accountability,

performance and high expectations

Strengths


Annual Professional Learning Plan

NAME AND POSITION: YEARS IN POSITION:

SITE: DATE:

ASSESS AND ANALYZE LEADERSHIP STANDARD(S) TO CONSTRUCT

GOALS/TARGETS:

CREATE AND IDENTIFY MULTIPLE, MEASURABLE EVIDENCE/DATA POINTS TO

COLLECT AND MONITOR SUCCESSFUL ATTAINMENT:

IDENTIFY AND DIFFERENTIATE SUPPORT STRUCTURES AND RESOURCES:

CONSTRUCT A COMPLETION TIMELINE, INCLUDING KEY BENCHMARK DATES:

My Career Aspirations: Where do I want to be in 2-5 years?

What are my best next steps to attain this career aspiration?

Why?

What are some risks/rewards of my aspiration?

Employee Signature: Date:

Supervisor Signature: Date:

*Utilize the Leadership Coaching Questions to complete your Professional Learning Plan.

ONGOING DATA COLLECTION

Purpose:

Employee and supervisor continually collect, analyze and synthesize performance data/evidence that reveal

patterns of strength/learning over time

During collection process, performance data/evidence are dated and aligned to appropriate Leadership

Standards

Performance data/evidence that reveal patterns of strengths and learning are formulated in “evidence”

statements

Evidence statements inform the learning of:

o Claim o Evidence o Impact o Question or Judgment

Employee and supervisor meet regularly to incorporate their performance data/evidence findings into the employee’s Professional Learning Plan and discuss progress on this plan


LEADER

EVALUATION FORM

Process:

Employee and supervisor assess, analyze, and celebrate performance data/evidence that reveal

patterns of strength

Employee and supervisor assess and analyze performance data/evidence that reveal ongoing

patterns of learning

Employee and supervisor revisit and assess, adjusting if necessary, the aspirational planning

and support for future career advancement initiated in Step I of this process

Supervisor completes the evaluation document utilizing the cumulative patterns of

performance data/evidence to inform the learning of:

o Claims o Evidence o Impact o Judgment

Employee and supervisor engage in a reflective conversation about the final evaluation, distinguishing strengths, areas of learning and, if necessary, required areas of growth

Supervisor informs employee if there are performance deficiencies (DNMS) or areas of

growth that necessitate a Work Plan no later than May 1st; submit to supervisor and HR

o For each rating of “Does Not Meet Standard” employee assesses and analyzes the

Leadership Standard in relation to their performance data, and constructs goal statements and a Work Plan is required

Supervisor and employee sign the evaluation report

The employee may attach comments to the evaluation form

LEADER EVALUATION FORM

LEADER

Name:

Position:

Rating Period: From: to Length of Time in Position

SUPERVISOR

Name:

Position:

Site/Location:

STANDARD 1: SKILLFUL SUPERVISION AND EVALUATION

Goal: The leader aligns all actions with the district mission and vision while building the

capacity of individuals and teams.

1.1 Provides clear expectations and goals for staff supervision and development

1.2 Assesses and builds capacity of individuals and teams to establish and achieve goals


maintaining a culture of high expectations for ALL students and adults


Demonstrates Expertise (utilize Claim, Evidence, Impact statements)

Meets Standard (utilize Claim, Evidence, Impact statements)

Growth Expected (utilize Claim, Evidence, Impact statements)

Does Not Meet Standard (utilize Claim, Evidence, Impact statements)

STANDARD 2: USING EVIDENCE TO IMPROVE INSTRUCTION

Goal: The leader creates a student-centered culture of high expectations and accountability.

2.1 Plans, sets and meets goals for student achievement and/or department

2.2 Effectively analyzes and uses data

2.3 Provides and participates in professional learning consistent with goals

2.4 Supports Accountable Communities that focus on effective practice, use of data, and

common planning

2.5 Effectively monitors, evaluates and adapts programs to support learning





STANDARD 3: DECISION MAKING/MANAGING CHANGE

Goal: The leader enlists collective voice to make decisions that result in impactful change for

ALL students and staff.

3.1 Demonstrates quality judgments during all decision making processes


and positive climate


and research trends


recruitment, selection, placement and retention of a diverse and talented workforce





STANDARD 4: APPROPRIATELY ALLOCATING RESOURCES

Goal: The leader uses resources effectively and efficiently in alignment with the district mission

and vision.



priorities



for staff toward achievement of district/school goals





STANDARD 5: EFFECTIVE COMMUNICATION

Goal: The leader effectively communicates with all stakeholders including colleagues, staff,

students, families, community and supervisors.

5.1 Utilizes effective and appropriate communication processes








STANDARD 6: SERVICE TO SITES

Goal: The district leader meets or exceeds the needs and expectations of all stakeholders,


6.1 Provides consistent high quality service

6.2 Supports and builds capacity in all customers


(white space work)





INDIVIDUAL LEADERSHIP STANDARD RATINGS: (circle a rating for each Leadership

Standard)

Standard 1: Skillful Supervision and Evaluation DE MS GE DNMS

Standard 2: Using Evidence to Improve Instruction DE MS GE DNMS

Standard 3: Decision Making/Managing Change DE MS GE DNMS

Standard 4: Appropriately Allocating Resources DE MS GE DNMS

Standard 5: Effective Communication DE MS GE DNMS

Standard 6: Service to Sites DE MS GE DNMS

OVERALL EVALUATION RATING (CHECK ONE RATING TO REPRESENT THE

EMPLOYEES OVERALL PERFORMANCE)

Demonstrates Expertise

Exceptional performer; aspirational model for other leaders

Consistently exceeds standard

Performance is in top 20% of leaders

Meets Standards

Strong performer

Meets or may sometimes exceed standard

Growth Expected

Average performer

Meets most elements of the standard but at times does not meet the

standard

Does Not Meet Standards/Improvement Work Plan required (see attached)

Weak performer

Requires ongoing direction

Performance is in bottom 10% of leaders

Leader Signature: Date:

Supervisor Signature: Date:

**************************************************************************

I certify that this report has been discussed with me. I understand that my signature does not

necessarily indicate agreement. Further, I understand I may make a written response to the evaluation

at any time up to fifteen (15) days after receiving a copy of the evaluation.

LEADERSHIP COACHING

QUESTIONS

Leader Coaching Questions

To Support the FUSD Site Administrator Evaluation Form for Leaders

Leverage these questions when reflecting on professional strengths and areas of development and/or

when supervising others.

STANDARD 1: SKILLFUL SUPERVISION AND EVALUATION Goal: The leader aligns all actions with the district mission and vision while building the capacity

of individuals and teams.

General Questions

What do you specifically do so that supervision plays a role in…

…achievement of school wide goals? …increased academic performance of students?

…elimination of the achievement gap?

How are supervision goals communicated to staff? Do all adults set and monitor rigorous

expectations? How do you measure and monitor personal, employee, and team growth and

development?

1.1 Provi 1.1.1

des clear expectations and goals for staff supervision and development How do I conduct and complete an annual self-assessment and goal setting

process for myself and all staff?

1.1.2 How do I utilize the structure of claim, evidence, impact and question/judgment in

the supervision and evaluation process?

1.1.3 How do I meet all contractual timelines and guidelines?

1.2 Assesses and builds capacity of individuals and teams to establish and achieve goals 1.2.1 How and when do I strategically hire, place and utilize staff to work toward their

strengths?

1.2.2 How and when do I conduct data reviews, formal and informal calibrated

observations and provide evidence- based feedback daily for the explicit purpose

of improving individual and organizational performance?

1.2.3 How do I demonstrate the ability to support staff in the design and facilitation of

short and long-term strategic plans?

1.2.4 How do I build cohesive, effective, mission-driven teams?

1.2.5 How do I cultivate a workplace that embraces diversity and motivates each

individual to higher levels of performance?


maintaining a culture of high expectations for ALL students and adults 1.3.1 How and when do I support and provide ongoing professional learning and

feedback for teachers, staff and other adults to treat all individuals with care and

respect?

1.3.2 How and when do I review climate regularly using input of students, families and

staff?

1.3.3 How do I build relationships with individuals that foster their engagement,

performance, and achievement?

1.3.4 How and when do I identify and address climate issues and conditions that

contribute to disproportionality in master scheduling, grading patterns,

suspension/expulsion and graduation rates?


1.4.1 How do I show willingness to admit error, take responsibility, learn and grow from it?

1.4.2 How do I demonstrate my ability to value diverse perspectives through my

willingness to adjust my course?

1.4.3 How do I provide and ask for direct, honest, confidential, and tactful feedback

to/from individuals and teams?

STANDARD 2: USING EVIDENCE TO IMPROVE INSTRUCTION


General Questions

What is the role of discussing and focusing on evidence…

…in the teacher development/instructional improvement process?

…in the improvement of academic achievement for ALL students?

2.1 Plans, sets and meets goals for student achievement and/or department How do I intentionally align our school/department plan with district goals?

2.1.1 How do I enlist the ideas, input and support of my staff in the development of our

targets, goals and operational plan?

2.1.2 How do I guide staff in using data thoughtfully to assess options and commit to

courses of action that are likely to support the achievement of targets and goals?

2.1.3 How do I demonstrate knowledge of legal requirements, district policies and

relevant standards pertaining to my job assignment?

2.2 Effectively analyzes and uses data

2.2.1 How and when do I identify and utilize multiple data points to cross-reference decisions?

2.2.2 How do I provide direction and build a vision to implement and maintain

classroom-based/department progress monitoring assessments?

2.2.3 How do I ensure that relevant data are available and examined regularly to

monitor progress and to adjust plans accordingly?

2.2.4 How do I regularly gather evidence of student performance and process

improvement during routine classroom/school/department observations and walk-

throughs?

2.2.5 How do I promote the use of multiple data sources to determine student

achievement and process improvements?

2.2.6 How and when do I utilize data strategically to forecast trends, align benchmarks

with targets and address long term gaps in achievement and process?

2.3 Provi 2.3.1

des and participates in professional learning consistent with goals How do I support staff through targeted, data-driven professional learning?

2.3.2 How do I build the capacity of my staff to identify and utilize multiple data points

to cross-reference decisions?

2.3.3 How and when do I provide professional learning that builds content knowledge?

(Note: schools also include pedagogical expertise and assessment literacy)

2.4 Supports Accountable Communities that focuses on effective practice, use of data,

and common planning 2.4.1 How do I facilitate discussion of data and student/adult artifacts with individuals

and teams to ensure ownership and constant refinement of

instruction/performance?

2.4.2 How and when do I assist staff in the writing and use of formative and

summative assessments?

2.4.3 How do I build or contribute to a school/department environment that supports

learning and growth of staff toward achievement of the school/department

mission, vision and goals?

2. 5 Effectively monitors, evaluates and adapts programs to support learning

2.5.1 How and when do I work with the staff to develop a tiered system of supports to

meet all students’/employees’ needs?

2.5.2 How do I ensure success by intervening early to accelerate growth and to avoid

the need for remediation?

STANDARD 3: DECISION MAKING/MANAGING CHANGE Goal: The leader enlists collective voice to make decisions that result in impactful change for ALL

students and staff.

General Questions

What beliefs and values do you adhere to in terms of working with people to achieve

site/department goals?

What are your overarching goals for your school? How do they support the District mission and

reinforce the District core values?

What is possible on your campus with respect to student achievement?

How do you expect site decisions to affect staff actions? How does your staff know this?

What is your vision for parents and community involvement in relation to your school?

When instances of conflicting priorities or interests arise, what beliefs, guiding principles, or

values will predominate? Why? How do you know?

How do the decisions that you make, and the decision processes you use, result in impactful

change for ALL students and staff?

3.1 Demonstrates quality judgments during all decision making processes 3.1.1 How do I link decisions to the mission, vision, and goals of the grade

level/department, school and district?

3.1.2 How do I model transparency by ensuring staff members understand and can

responsibly participate in the decision making process?

3.1.3 How and when do I utilize an appropriate decision-making process in solving

challenges and improving practices that result in decisions that stay made?

3.1.4 How and when do I utilize and foster the use of effective decision making

tools/processes to focus the work of staff on written performance targets?


and positive climate 3.2.1 How do I assess quality and demonstrate measureable results in the performance

of structures, systems and processes?

3.2.2 How do I contribute to positive staff morale through flexibility, support, and

recognition of individuals and teams working toward grade level/department,

school goals and priorities?

3.2.3 How do I demonstrate a history of meeting timelines and completing projects on

schedule?

3.2.4 How do I create systems that reduce variability while increasing equity and

access?


and research trends 3.3.1 How do I apply positive pressure to stimulate organizational learning, growing

and thriving?

3.3.2 How do I demonstrate the ability to recognize and prioritize strategic

opportunities for change that lead to improvement?


recruitment, selection, placement and retention of a diverse and talented workforce 3.4.1 How do I assess personnel effectively and distribute leadership roles to build the

capacity of staff?

3.4.2 How do I demonstrate the ability to align all personnel decisions by matching

strengths of staff to the needs of the school/department?

3.4.3 How do I deal appropriately and professionally with personnel issues, including

personnel recommendations, evaluation, staff deficiencies, and employee

retention?

3.4.4 How do I invest in all employees by co-creating a development plan and

providing conditions for success with an emphasis on individuals in their first

three years of employment?

STANDARD 4: APPROPRIATELY ALLOCATING RESOURCES

Goal: The leader uses resources effectively and efficiently in alignment with the district mission and

vision.

General Questions

In thinking about the academic improvement plan for your site or department, what expenditures

are needed to affect this improvement? How do you use your various budgets to support your

improvement plan?



priorities 4.1.1 How and when do I analyze and use data and information to target resources to

support the district mission, vision and achievement of school/department goals?

4.1.2 How do I organize resources to orchestrate multiple processes at once to

accomplish a goal?

4.1.3 How do I prioritize time and the time of others to be spent on what is mission

critical?


4.2.1 How do I appropriate all available resources (time, money, people) to support relentless continuous improvement?

4.2.2 How do I regularly analyze and reflect upon structures, systems, processes, and

procedures to ensure equity for all students?

4.2.3 How and when do I leverage and integrate resources to ensure that all students

have the greatest number of opportunities from the widest array of options?

4.2.4 How do I ensure that the allocation of resources results in student-centered actions

that reduce disproportionality in behavior and achievement results?


for staff toward achievement of district/school goals 4.3.1 How do I provide common structured time for individual and organizational

learning based upon student/employee performance and needs?

4.3.2 How do I leverage the eagerness of adults to learn together to address complex

issues?

STANDARD 5: EFFECTIVE COMMUNICATION

Goal: The leader effectively communicates with all stakeholders including colleagues, staff,

students, families, community and supervisors.

General Questions

» How do you develop your clear message for the academic year that emphasizes the importance of

high quality instruction?

» How do you develop your message about the status of student achievement on your site, targeted

areas for improvement, and your plan to target your resources at these identified areas of need?

5.1 Utilizes effective and appropriate communication processes 5.1.1 How do I state, restate and/or modify the message as the year progresses? 5.1.2 How and when do I utilize the appropriate communication medium, matching

purpose and audience?

5.1.3 How do I use student voice to shift culture and adult expectations?


5.2.1 How do I demonstrate writing skills complete with clarity of purpose, focused message, relevance to audience, and other quality indicators such as grammar,

mechanics, spelling and word choice?

5.2.2 How do I embrace and utilize technology to enhance communication?


5.3.1 How do I establish a clear, focused message centered on targeting continuous academic improvement which is communicated in various formats and venues

throughout the school year?

5.3.2 How do I communicate and support the value of diversity issues?

5.3.3 How do I am proficient with verbal and visual delivery techniques when

presenting information?


5.4.1 How do I report achievement results to students, parents, teachers and other leaders?

5.4.2 How and when do I implement effective methods to communicate with families to

ensure that every student is in school, in class, and engaged in learning every day?

5.4.3 How do I promote increased student enrollment and retention through effective

communication with current and prospective parents and students?

5.4.4 How do I understand community dynamics and consider stakeholder input when

making decisions?

.

STANDARD 6: SERVICE TO SITES

Goal: The district leader meets or exceeds the needs and expectations of all stakeholders,


General Questions: » How do you keep yourself well informed about school needs and issues?

» How do you maintain open lines of communication in order to continuously monitor and update

the quality of your service?

6.1 Provi des consistent high quality service

6.1.1

6.1.2

How do I align the work of our team to the mission of our district and to school/department needs and issues?

How do I systematically monitor and improve the quality of my service?

6.1.3 How do I respond to school needs with differentiated support?

6.2 Supports and builds capacity in all customers 6.2.1 How do I provide, seek and respond to feedback and guidance in a timely and

professional manner?

6.2.2 How do I build capacity in all stakeholders so they can complete the same task

independently in the future?


(white space work) 6.3.1 How do I create self-sustaining systems that support school/department needs? 6.3.2 How do I demonstrate active interest and curiosity to effectively meet

school/department needs?

6.3.3 How do I anticipate future needs and potential barriers and develop contingency

plans?

6.3.4 How do I demonstrate and cultivate healthy team behaviors that support

accountability, performance and high expectations?

LEADER WORK PLAN

Fresno Unified School District

Division of Human Resources Leader Work Plan

NAME AND POSITION: YEARS IN POSITION : DATE:

BEGINNING LEADERSHIP STANDARD RATING(S) AT COMMENCEMENT OF WORK PLAN:

ENDING LEADERSHIP RATING(S) AT CONCLUSION OF WORK PLAN:

IDENTIFY LEADERSHIP STANDARDS AND GOALS/TARGETS:

IDENTIFY, ASSESS, AND DRAW CONCLUSIONS ON SPECIFIC DEFICIENCIES:

DESIGN AND FORMULATE STRATEGIES AND ACTION STEPS TO IMPROVE:

IDENTIFY AND DIFFERENTIATE SUPPORT AND RESOURCES NECESSARY TO BE SUCCESSFUL IN IMPLEMENTING THE WORK PLAN:

IDENTIFY AND DESCRIBE EVIDENCE TO MONITOR AND MEASURE GROWTH:

CONSTRUCT A TIMELINE OF COMPLETION OF THE WORK PLAN, INCLUDING WITH BENCHMARK DATES TO MONITOR PROGRESS:

Leader Signature:

Supervisor Signature:

Date:

Date:

End-of-year recommendation to continue with Work Plan: YES NO

LEADERSHIP

CONTINUUM

INDICATORS AND ARTIFACTS

Fresno Unified School District Leadership Standards

STANDARD 1 Skillful Supervision and Evaluation

Goal: The leader aligns all actions with the mission and vision while building the capacity of individuals and teams

STANDARD 2 Using Evidence to Improve Instruction


1. Provides clear expectations and goals for staff supervision and development

2. Assesses and builds capacity of individuals and teams to establish and achieve goals

3. Ensures that every adult treats each individual with fairness and respect while maintaining a culture of high expectations for ALL students and adults

4. Models professional ethics

1. Demonstrates quality judgments during all decision making processes

2. Utilizes effective structures, systems and processes to establish a rigorous culture and positive climate

3. Recognizes and responds to the need for change based on current performance data and research trends

4. Demonstrates responsibility for high quality personnel decisions that ensure the recruitment, selection, placement and retention of a diverse and talented workforce

STANDARD 3 Decision Making/Managing Change

Goal: The leader enlists collective voice to make decisions that result in impactful change for ALL students

and staff

1. Plans, sets and meets goals for student achievement and/or department

2. Effectively analyzes and uses data 3. Provides and participates in professional

learning consistent with goals 4. Supports Accountable Communities that

focus on effective practice, use of data, and common planning

5. Effectively monitors, evaluates and adapts programs to support learning

STANDARD 4 Appropriately Allocating Resources

Goal: The leader uses resources effectively and efficiently in alignment with the district mission and

vision

STANDARD 5 Effective Communication

Goal: The leader effectively communicates with all stakeholders including colleagues, staff, students,

families, community and supervisors

STANDARD 6 Service to Sites

Goal: The district leader meets or exceeds the needs and expectations of all stakeholders, specifically colleagues,

staff, students, families, community and supervisors

1. Strategically analyzes and aligns resources of time, money, and people to innovatively support the district mission, vision and site/department goals and priorities

2. Utilizes resources to guarantee equity and access for ALL students

3. Builds and contributes to a school/department that supports learning and growth for staff toward achievement of district/school goals

1. Utilizes effective and appropriate communication processes

2. Produces varied, high quality forms of communication to address all stakeholders

3. Uses effective listening, writing, speaking and non-verbal communication skills

4. Partners with the school and local community to promote student learning

1. Provides consistent high quality service 2. Supports and builds capacity in all

customers 3. Generates interdependent, integrated,

interdepartmental response to site needs (white space work)

1. SKILLFUL SUPERVISION AND EVALUATION

Goal: The leader aligns all actions with the district mission and vision while building the capacity of individuals and teams.

CONTINUUM OF PRACTICE

AC

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DEMONSTRATES EXPERTISE MEETS STANDARDS GROWTH EXPECTED DOES NOT MEET STANDARDS

All actions continuously demonstrate

high expectations for self and others;

holds self and others accountable to

maintain and foster high

expectations to improve all

achievement, and fosters a belief in

others that inspires high expectations

for the entire system

Continuously gathers, identifies and

uses all significant data along with

fostering ownership of the data by

all members of the team to clearly

set goals and targets and plan

specific next steps; furthermore

monitoring the next steps for

improvement

Builds staff’s active commitment to

fairness and respect for all by

surfacing and addressing challenging

questions and hidden inequities;

creates opportunities that develop

adults’ ability to help students meet

high expectations

Espouses and models professional

ethics, regardless of internal and

external pressures; is a mentor/role

model for colleagues facing

challenging situations even during

critical decision-making moments

Actions are aligned to the belief

that all students and adults can

learn and achieve at high levels

and will hold self and others

accountable for improvement clear

expectations and goals for staff

supervision and development;

provides

clear expectations and goals for

staff supervision and development

Uses data and shows the ability to

engage self and others in setting

goals and targets specific to the

data results along with informing

clear next steps

Ensures that every adult treats each

individual with fairness and

respect while maintaining a culture

of high expectations for ALL

students and adults; publicly

models fairness and respect in all

interactions

Consistently and appropriately

deals with all internal and external

pressures; models professional

ethics in all problem analysis and

decision-making

Asserts but sometimes struggles to

follow-up on the belief that all

students and adults can achieve at

high levels; over-emphasizes small

successes without surfacing

shortcomings in an effort to

confront low expectations or

performance

Inconsistently uses data and shows

limited ability to engage self and

others in setting goals and targets

along with utilizing the data to

inform next steps

Initially communicates but does

not monitor or follow up on the

expectation that adults will treat

each individual with fairness and

respect; struggles to recognize and

address issues perceived as being

unfair or disrespectful

Periodically struggles to sort out

and deal with internal and external

pressures that make problem

analysis difficult and threaten

ethical decision-making

Actions often contradict espoused

belief that all students can learn at high

levels; does not hold staff who have

low expectations for themselves or

students accountable for improvement

Does not use, or involve others in using

data to set target and goals or inform

next steps

Behaviors and communications do not

consistently demonstrate respect for

others and/or an expectation that all

individuals will be treated with fairness

and respect

Displays behavior or decision-making

that is inconsistent with professional

ethics; makes inappropriate or

ineffective decisions in the face of

internal or external pressures

LEADERSHIP STANDARD 1: SKILLFUL SUPERVISION AND EVALUATION

ARTIFACTS/OBSERVABLES

ARTIFACTS

Written annual self-assessments and SMART goals for all leaders and staff are based on multiple data sources, with an emphasis on formative assessments to improve staff

practice and student learning

Supervision and evaluation observations, written informal and formal conference notes/evaluation documents reflect supervising of classroom instruction/department field

work observations for at least 60% of the time with a clear focus of what to look for using formative assessment results to frame staff feedback and plan professional learning

Professional learning plans for site/department and each staff member are based on data and engaging in collaborative and job embedded learning

Supervision and evaluation written informal and formal documents and the professional learning plan show active participation in developing personal professional learning

through district professional learning and out of district professional learning

Supervisors communicate and complete a rigorous supervision and evaluation process for each staff member that includes

measures and goals determined

use of the Leadership Standards Continuum to clarify to other leaders areas of strength and growth

evidence of teacher/staff practice gathered from multiple sources including classroom/workplace observations and interactions with all stakeholders

claims, appropriately matched evidence, statements of impact on student learning and question/judgments in supervision and evaluation documents

professional learning plan

adherence to all contractual time lines

Improvement plan for staff not meeting standards are in place with appropriate support aligned with area(s) of need

Written values, beliefs and goals show high expectations for all students and staff

Leadership team agendas, plans and goals reflect focus on formal and informal calibrated observations evidence-based feedback are used for the explicit purpose of

improving individual, team and organizational performance

Formal and informal observation logs and notes, calendars, accountability communities rubrics and other sources of feedback toward goal attainment reflect clear, timely,

useful and evidence-based communication

Documents re hiring processes, teacher placement, professional development activities and growth goals all show the workplace embraces diversity and motivates each

individual to higher levels of performance

Surveys and feedback show the workplace embraces diversity, equity and inclusion

Surveys and interview data sources show each individual/team is motivated to higher levels of performance and believe the supervision and evaluation process effective

Written feedback solicited from and given to staff is direct, honest, useful, confidential and tactful

Site/department plans, assignments, calendars show an on-boarding system is set up for each new employee

OBSERVABLES

Staff can explain and effectively participate in a rigorous supervision and evaluation process based on the continuum for the teaching profession, continuum for leadership or

competencies for classified staff

Classroom/school observations and monitoring formative assessment data for flexible grouping practices of students and staff

All new teachers, leaders, staff with specific development needs are mentored by highly skilled peers provided on site

Accountable communities, including department teams, are demonstrating and able to communicate the success criteria for an accountable community

Staff members proactively assume formal and informal leadership roles, and multiple staff members serve as leaders at different points or for different tasks

Instructional feedback builds effective teacher/staff practice and observable changes in teacher/staff practice and student learning

Staff are able to effectively communicate the areas of strength and improvement with specific actions

School/department goals, vision, mission and actions are aligned

Adults and students monitor themselves and hold each other accountable for language, attitudes, and behaviors that are offensive or uninformed around racial or cultural

differences

Strong relationships with individuals foster their engagement, performance, and achievement

Climate issues and conditions that contribute to disproportionality in master scheduling, grading patterns, suspension/expulsion and graduation rates are regularly addressed

All staff demonstrates a willingness to admit error, take responsibility for actions and decisions, learn and grow from the experience.

Leader and staff actions show respect for diverse perspectives and a willingness to adjust course when necessary and appropriate

School/departments vision includes a focus on student academic achievement and social/emotional development

2. USING EVIDENCE TO IMPROVE INSTRUCTION


AC

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DEMONSTRATES EXPERTISE

MEETS STANDARDS GROWTH EXPECTED DOES NOT MEET STANDARDS

Builds high staff competence in

planning, setting and meeting

student/staff achievement goals; links

curriculum/improvement, teacher/staff

practice and accountability to all

achievement goals

Utilizes multiple sources of qualitative

and quantitative data to assess and

monitor instruction/improvement;

creates systems for consistent

monitoring and frequent data

collection; uses data appropriately to

drive continuous improvement

Develops and implements a system of

professional learning where

individuals and teams use goals, data

and outcomes to seek and create their

own opportunities for professional

growth

Develops and nurtures highly effective

AC’s and teacher/staff leaders who

keep a relentless focus on student

learning and continuous improvement;

builds teams’ capacity to solve

problems, assess the impact of their

efforts and give one another feedback

for growth while going above and

beyond the AC Foundations

Ensures that all staff monitor,

evaluates and analyzes all data in order

to ensure accurate interventions,

accelerations and differentiation at

high levels for students/staff

Consistently monitors the planning,

setting, and meeting of student/staff

achievement goals; holds self and

others accountable for changing

practice based on student

achievement goals

Effectively analyzes and uses data

to inform continuous improvement;

consistently focuses attention on

areas of high need and high-

leverage strategies to meet those

needs

Continuously provides and

participates in all forms of

professional learning consistent

with goals and data results

Continuously supports AC’s that

focus on effective practice, use of

data, common planning; providing

feedback and coaching and fully

ensures the use of the AC

Foundations

Continuously uses accurate

information and data to implement

interventions, accelerations or

differentiation that meet the needs

of all students/staff

Inconsistently monitors the

planning, setting and meeting of

student/staff achievement goals;

struggles to hold teachers/staff

accountable for changing practice

based on student achievement goals

Uses limited and/or inconsistently

collected and analyzed data to

assess instruction/professional

practice; draws conclusions with

limited or inappropriate data

Facilitates undifferentiated, one-

size fits-all professional learning

that is inconsistently aligned with

goals, data results; complies with

mandates but struggles to take

ownership for professional learning

Inconsistently uses and supports

AC Teams appropriately;

periodically allows for teacher/staff

leadership within the AC and

inconsistently ensures the

implementation of AC Foundations

Inconsistently uses information to

implement interventions,

accelerations or differentiation that

meet the needs of all students/staff

Does not use or foster the monitoring,

planning, and meeting of student/staff

achievement goals

Does not use data to drive instruction,

instructional/professional practices,

and makes decisions without good

evidence or data; rarely uses data to

correctly identify trends or establish

needs for improvement

Does not take initiative or

responsibility for leading or providing

regular, appropriate professional

learning opportunities based on data

results

Does not use or support teacher

professional teams appropriately;

rarely provides opportunities for

teacher/staff leadership; allows

ineffective or misaligned staff to lead;

sometimes inhibits team development;

and does not base functions of an AC

through its Foundations

Does not ensure that all students/staff

receive appropriate intervention and

accelerations or that there is

differentiation to meet the needs of all

students/staff based on any information

LEADERSHIP STANDARD 2: USING EVIDENCE TO IMPROVE INSTRUCTION


ARTIFACTS

School/department performance results show proficiency in identifying, gathering, and analyzing the data to determine the essential problems of practice and actions to address

those gaps

School(SPSA)/department’s (Strategic) plan is aligned with district mission, goals and measures (SPSA, WASC, IB, Linked Learning, or school/dept.-specific action plans)

Written observations/informal and formal conference notes reflect frequent classroom instruction/department field work observations for at least 60% of the time with a clear

focus of what to look for using formative assessment results to frame staff feedback and plan professional learning

Professional learning plans for sites/departments are based on data and engaging in collaborative and job embedded learning

Action plans show staff use relevant data to assess options and commit to courses of action to support achievement of goals including social emotional and climate and culture

Academic goals are based on expectations that student’s progress or a trajectory to be on or above grade level

Staff develop and use classroom-based or departmental progress-monitoring assessments on an on-going basis for both formative and summative purposes

Calendars, observations, goals, agendas and other sources reflect leaders and staff routinely gather evidence of performance, process improvements based on student needs

Action plans show a tiered system of supports to meet all students’/employees’ needs

Cycles of inquiry (review) documents reveal protocols and processes used to diagnose the current state of the school/department (including review of data, school practices,

and instructional practices) to provide clear and transparent evidence to all staff to set goals with targets

Goals and plans show climate survey results from students, families and staff are regularly used to monitor progress on mission, vision, and values and make necessary

changes

Units, lessons, and tasks align to CCSS scope and sequence and prepare students to be college ready

Staffing documents reflect use of multiple sources of data to appropriately hire and assign adults to improve student learning, individual and team performance

Master schedule for student placement shows equity and access opportunities for every student

Student instructional time data shows maximization of time during the regular school day and capitalizing on opportunities outside the regular school day

OBSERVABLES

Student learning consistently increases in student achievement assessments

Evidence of recognition of student work and academic progress is visible in the school/department; contributions of students from diverse backgrounds are displayed

Multi-year process to monitor the school’s/department’s progress over time in meeting state, district and school/department goals to ensure all students are graduating, in a

system of shared accountability

Solicits balanced feedback from all stakeholders, exploring both benefits and concerns when gathering input for positive next steps/growth

Staff offer ideas, input and support to shape goals with targets and operational plans with a focus to improve student learning

Legal requirements, district policies and relevant standards pertaining to job assignments are adhered to

Multiple data sources are used strategically to forecast trends, align benchmarks with targets and address long term gaps in achievement

Staff (have access to)(participate in) targeted, data-driven professional learning designed to support of individual, grade level, school/department and regional wide growth

Teams’ discussion of data ensures shared ownership and constant refinement of instruction practice/performance

Based on student work evidence and assessment data, staff intervenes early to accelerate growth and to avoid the need for remediation

Instructional staff have a broad repertoire of instructional strategies and department staff have effective strategies to address assessed needs for improvement

Teacher-driven professional development focuses on student learning challenges, progress toward student achievement goals and includes teacher team and peer visits

Accountable Communities use protocols and processes designed to guide collaboration that include expectations (tights and loose)

Student voice is used to shift culture and adult expectations

3. DECISION MAKING/MANAGING CHANGE

Goal: The leader enlists collective voice to make decisions that result in impactful change for ALL students and staff.

AC

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Builds staff capacity to use effective

decision making that displays quality

judgments and professional maturity;

inspires staff to continuously analyze

summative and formative student/staff

outcome data and adult practices and to

make astute diagnoses and plans

Builds capacity of staff to develop,

implement and assess effective

structures, systems, processes and

priorities, that continuously nurture a

rigorous culture and positive climate

Builds staff capacity to recognize,

embrace and support changes that are in

school’s/department’s best interests;

proactively manages responses to

change and capitalizes on forward

moving momentum; facilitates

opportunities for staff to raise

questions, doubts and feelings about

change and to adapt to change

Identifies and leverages multiple

pipelines within and beyond the district

for high quality, diverse recruits;

proactively identifies and fills vacancies

early, strategically places

employees/teachers based on skills and

need; uses data to identify and

recognize effective staff/teachers;

consistently retains effective

staff/teachers by providing growth

opportunities; builds capacity of staff to

lead and participate in recruitment,

selection, hiring and induction process

Continuously identifies, gathers

and uses all forms of data to

accurately diagnose current reality;

decision-making processes are

consistently aligned with the data

results and all needs of the

school/department

Utilizes effective structures,

systems and processes to establish

a rigorous culture and positive

climate; establishes clear priorities

to provide stability during

turbulent times

Recognizes and responds to the

need for change based on current

performance data and research

trends; initiates and builds

ownership for high leverage

improvements that support the

school/department’s mission and

vision; is willing to take action

even when outcomes are unclear

Demonstrates responsibility for

high quality personnel decisions

that ensure the recruitment,

selection, placement and retention

of a diverse and talented

workforce; includes leadership

team in recruitment, selection,

hiring and induction processes

Inconsistently uses student/staff data

to accurately diagnose current reality;

decision-making processes are

inconsistently aligned

Inconsistently implements effective

structures, systems, processes and

priorities to establish a rigorous

culture and positive climate

Inconsistently provides time for staff

to process or adapt to change;

supports changes that may be in the

school’s/department’s best interests;

complies and manages change along

with taking some responsibility for its

impact on the outcomes of the

school/department

Inconsistently utilizes district

resources to identify high quality

recruits; develops basic criteria for

selecting and hiring staff; places

personnel based on qualifications;

attempts to retain effective teachers

by providing growth opportunities;

includes some leadership team

members in the selection and hiring

processes

May conduct limited analysis of

school’s/department’s achievement

data in order for accurate decision

making process to take place; may

use other (non- evidence based)

decision making processes that

undermine school/department

achievement growth

Lacks effective structures, systems,

processes and priorities to establish a

rigorous culture and positive climate

Does not provide support to staff

during times of change; passively

complies with or manages change but

does not take responsibility for or

may ignore its impact on the

school/department outcomes

Ineffectively utilizes district resources

to identify recruits; selection criteria

differ by applicant; rarely assesses

qualifications when placing teachers;

allows teachers to remain in their

assignments, regardless of impact;

doesn’t make an effort to recognize or

retain effective teachers; does not

include others in the recruitment,

selection, hiring and induction

processes

LEADERSHIP STANDARD 3: DECISION MAKING/MANAGING CHANGE


ARTIFACTS

Actions plans with clear goals explicitly state and show alignment to identified problem of practice to solve based on multiple sources of data

Professional learning plans for sites/departments and individual staff are based on data and engaging in collaborative and job embedded learning

School/department performance results show proficiency in identifying, gathering, and analyzing the data to determine the essential problems of practice and actions to

address those gaps

Written commitments/timelines in plans communicate clearly who makes the decision and identifies any constraints that will affect the scope or content of the decision

Written agreements/timelines are met and projects are completed on schedule, including appropriate modifications to plan as data emerges for course adjustments which

result in positive outcomes

Action plans, agendas, calendars, notes, and other data sources show inclusion of all parties whose working conditions will be affected by the decision

Documents showing communications to staff, students, parents, and other stakeholders of the decision making and managing change process state explicitly the values to

be maintained, possibly consequences, timeline, decision points, process to revisit and how the monitoring and support process

Business processes, protocols and processes show systems have been built that reduce variability while increasing equity and access

Awards, incentives, celebrations are present for all stakeholders in strategic opportunities for change that lead to improvement

Written supervision and evaluation documents and professional learning plans from staff and supervisor show directly alignment of all personnel decisions to goal

attainment, equity and access principles and improving student learning and staff practice

Written plan demonstrates employees in their first three years have targeted support for effective change management for individual, team and site/department

Rating rubrics, interview questions, practicums, calendars and panel diversity show a robust recruitment, selection, and hiring process at each site and department

Retention data show majority of highly effective teachers stay in the school or promote to a leadership role

Short- and medium- term action plans which address on-going areas of concern and celebrates areas of success

Parent and student surveys utilized in cycle of continuous improvement method as site/department sets goals and plans

OBSERVABLES

School/department climate is focused on teaching and learning with high expectations for all students and staff

School/department demonstrate continuous improvement through inquiry, research, collaboration, evidence based analysis to improve student learning

Facilitates an annual collaborative process for developing and refining the school’s/department’s vision of high expectations of teaching and learning with all stakeholders

Establishes practices which keep the vision in the forefront in collaborative decision making; engages the community in supporting student learning

Decisions are aligned to the mission, vision, and goals of the grade level/department, school and district

Staff members understand and can responsibly participate in appropriate decision-making processes that result in decisions that stay made

Staff is aware of and can report on/analyze missteps, mistakes, or tactics that were unsuccessful and can use learning resulting from such opportunities

The leader is open-minded and comfortable with paradox and ambiguity, encourages experimentation/risk-taking in service of student learning, and will use or encourage

others to use creative approaches to problems.

Staff morale is built through flexibility, support, and recognition of individuals and teams working toward grade level/department, school goals and priorities

During disruption the leader demonstrates the ability to see opportunities and possibilities rather than focusing on problems

Uses positive pressure to stimulate organizational learning, growing and thriving as indicated by allowing staff to experiment, fail, and continue to grow.

Strategic opportunities for change that lead to improvement are recognized and prioritized

Diversity in shared leadership roles build the capacity of staff

Staff strengths are matched to the needs of the school/department

4. APPROPRIATELY ALLOCATING RESOURCES

Goal: The leader uses resources effectively in alignment with the district mission and vision.

AC

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Creatively leverages and maximizes

resources and relentlessly and

actively accesses additional

resources that align to strategic

priorities; variously capitalizes on

the strengths of existing staff

including teaming them with new

teachers and using them to teach

others;

Creatively redistributes resources or

seeks flexibility to meet ongoing or

newly surfaced needs even when

choices are not immediately popular;

assigns highly effective teachers to

students most in need; is willing and

able to call on others for expertise in

solving complex problems

Builds staff capacity to maximize

instructional/professional practice

time and student/staff learning and

to maintain focus on the

school/department’s mission and

vision; strategically organizes

(school/department) time to support

all learning and staff through a

shared yearlong calendar that is

aligned to school/department goals;

builds the capacity of the staff to

monitor and implement the calendar

Strategically analyzes and aligns

resources of time, money, and

people to innovatively support the

district mission, vision and

site/department goals and priorities

Utilizes resources to guarantee

equity and access for ALL students;

allocates time, money and people to

support the district mission, vision,

and site goals and priorities; places

teachers based on qualifications and

demonstrated effectiveness; seeks

external resources to fill existing

gaps

Builds and contributes to a

school/department that supports staff

learning and growth toward

achievement of district/school goals;

builds, implements, and monitors a

school/department-wide calendar

that allocates time effectively to

support achievement of

school/department goals and the

learning and growth of staff

Inconsistently analyzes and aligns

resources of time, money, and

people to support the district/site

mission, vision and site/department

goals and priorities; continues to

learn about possibilities for

accessing alternate district resources

to support school goals

Focuses attention and allocation of

resources primarily on management

issues that negatively affect equity

and access; inconsistently displays

understanding of how to reassign

resources to support district/site

mission, vision, and site goals and

priorities

Builds a basic calendar of

instructional/professional practice

with some professional learning

activities; minimally monitors and

implements the calendar

Does not analyze and align resources

of time, money, and people to

support the district/site mission,

vision and site/department goals and

priorities; rarely assesses

qualifications when placing teachers;

allows teachers to remain in specific

grades regardless of their impact;

does not seek or leverage available

district resources

Does not utilize resources to

guarantee equity and access for all

students; does not properly allocate

time, money and people to support

the district/site mission, vision, and

site goals and priorities; attributes

problems to external factors and/or

allows distractions to interfere with

pursuit of the school’s mission and

vision

Creates a basic calendar that changes

frequently without prior planning;

time is devoted to activities that are

not aligned with school/department

goals

LEADERSHIP STANDARD 4: APPROPRIATELY ALLOCATING RESOURCES


ARTIFACTS

Budgets, action plans and staffing show target resources to support the district mission, vision and achievement of school/department goals are based on multiple sources of

evidence to improve professional practice and student learning

Professional learning plans for sites/departments are based on data and engaging in collaborative and job embedded learning

School/department performance results show proficiency in identifying, gathering, and analyzing the data to determine resources needed to address gaps

Budget, staffing and calendars reflect leaders create conditions that are both critical to their sites improvement and aligned to the professional learning

Action plans and goals show continuous improvement in social emotional, culture and climate and academic domains

Structures, systems, processes, and procedures re strategically aligned to ensure equity, access and inclusion for all students and staff

Budget, action plans and staffing show all students and staff have the greatest number of opportunities from the widest array of options before, during and after the regular

school/work day

Scheduling of students, resources results in student-centered actions that reduce disproportionality in behavior and achievement results.

Common structured time reflects individual and organizational learning based upon student/staff performance and needs within accountability learning community model

Calendar, accountably community work products, observation notes and feedback reflect prioritization for professional learning in a data-driven instructional cycles

utilizing formative assessments to frame feedback and professional learning

Detailed daily/weekly schedule of classes, student interventions, accountable community performance results, and professional learning seminars/sessions are public and

shows shared leadership is center to resources allocation

Selection and assignment of staff match employees’ skills to student/system needs based on multiple sources of evidence

Planning calendars, lesson plans, action plans show maximizing instructional time; limits disruptions to instructional time for all staff

Professional learning planning documents demonstrate maximizing time for improving professional practice and student learning through a variety of methods

Student schedules, transcripts, extra and co-curricular show maximization of time, staff and funds to provide a balanced program of learning opportunities for all students;

monitoring system reflects meeting needs of all students

Agendas, funding, assignment of people or materials from business and community partners to support staff and students

OBSERVABLES

Priorities and goals are narrow to ensure targeted deployment of resources for highest impact on eliminating disparity and disproportionality

High quality induction programs with mentoring are provided on site with district support for staff new to school/department and support is provided for at least the first

two years

Schedules time throughout the year for stakeholders to engage in cycles of review to collaborate in problem solving to maximize resources to improve student outcomes

Resources are devoted to effective short-term and long term planning to achieve goals attainment

Time is prioritized to be spent on what is mission critical based on formative and summative data sources

The leader skillfully leverages and celebrates the eagerness of staff to collaborate on addressing complex issues

Uses available technology to monitor curriculum implementation for student and staff progress

Organized instructional and non- instructional teams to meet student needs

Delegates responsibility to a variety of staff to build capacity and a system of shared leadership

Delegates responsibility to maintain a safe and clean environment within Safety and Security protocols

Prioritizes funding allocations to support improving instructional program and school/department goals

Recruitment and retention efforts for schools and department staff reflect the diversity of the community they serve

Establishes partnerships with business and community groups to support the school/department goals

Leaders calendar reflects active involvement in the instructional leadership

5. EFFECTIVE COMMUNICATION

Goal: The leader effectively communicates with all stakeholders including colleagues, staff, students, families, community and supervisors.

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DEMONSTRATES EXPERTISE MEETS STANDARDS GROWTH EXPECTED DOES NOT MEET STANDARDS

Builds staff capacity to develop and

implement a communication plan

that is aligned with school/district

goals and that represents diverse

perspectives; helps staff build

expertise in a range of processes and

formats to meet the needs of all

stakeholders

Mentors staff in developing effective

communication skills; provides

models, opportunities for practice

and coaching, and feedback to

ensure high quality exchanges with

all stakeholders

Builds the capacity of the staff to

meaningfully communicate with and

engage families and the community

in achieving school/district-wide

academic goals and priorities;

supports staff members in

developing and sharing nuanced key

messages and ensures that

school/district -wide messaging is

consistent

Designs and implements 2-way

communication structures with all

stakeholders; strategically focuses

conversations on school/district

goals, vision, mission and values;

builds the capacity of the staff to

lead and participate in conversations

and to tailor messages to the

intended audience

Plans for and utilizes effective and

appropriate communication processes

that include key messages and essential

information and support the

school/district pursuit of its mission and

goals

Produces and skillfully implements

varied, high quality forms of

communication to address all

stakeholders

Uses effective listening, writing,

speaking and non-verbal

communication skills

Partners with the school/district and

local community to promote student

learning by sharing explicit information

about student learning expectations and

identifying specific ways they can

participate in and support students’

learning; supports staff members’

sharing of key messages and ensures

that school/district-wide messaging is

consistent

Creates an incomplete

communication plan that outlines

the school vision for a narrow

audience of stakeholders and makes

cursory mention of or connection to

school/district goals

Communicates limited or narrowly

focused information about student

learning to families and the

community; occasionally identifies

ways they might support students’

learning; reflexively distributes

others’ messages for staff members

to share

Occasionally struggles to align and

refine writing and speaking so that

messages are clear, consistent, and

compelling; listening and/or non-

verbal behavior may conflict with

written/spoken messages

Complies with recommendations to

share information; mechanically

distributes information, often in

limited formats that do not invite

interaction or follow-up with

stakeholders who must use the

information; talks with staff about

the importance of communication

Provides a limited, poorly crafted

message about school/district goals

and overall progress; does not

engage a broad range of

stakeholders

Rarely makes time or exerts

effective effort to communicate

with families or the community

about student learning

Difficulties with written, spoken,

and/or non-verbal communications

hinder progress on school/district

mission or undermine relationships

with staff and stakeholders

Rarely engages stakeholders in

conversations about the

school/district; rarely

communicates the

school’s/district’s goals with

stakeholders; rarely supports the

development of communication

skills among staff

LEADERSHIP STANDARD 5: EFFECTIVE COMMUNICATION


ARTIFACTS

Written vision, mission, beliefs, goals, school/department and individual plans for staff/students/leaders reflect high expectations for all students in daily structures and

communications

Staff surveys reflect leadership team is creating conditions that are both critical to their sites improvement and aligned to the school/department professional learning

Student, staff, family and community surveys show high results for effective, relevant and timely communications for involvement in school/department improvement

Displays of student work are throughout the school/department to communicate student recognition of high quality work products

Retention data of staff and students show culture and climate of the school/department

School improvement plan, individual/ team goals and plans for students and staff, professional learning communications, communication tools used for family/

staff/students show a clear, focused message centered on targeting continuous academic improvement in various formats throughout the year

Variety of documents reflect the writer’s writing skills complete with clarity of purpose, focused message, relevance to audience, and other quality indicators such as

grammar, mechanics, spelling and word choice

Communication sources (ie website, videos, letters, phone messages, text, etc) show student progress/outcome data reflects clear language with visuals when appropriate,

is timely, solicits input and in a variety of mediums to include students, parents, teachers and other leaders regarding improvement

Progress reports, access to grades, phone and email logs etc. show evidence of consistent and communication between families and school to ensure that every student is in

school, in class, and engaged in learning every day

Family survey’s and communications report that they

have a variety of ways to communicate with staff

feel included and invested in the school

are given strategies and tools to support student learning outside the school day

Calendars, school improvement plan, budget building agendas/notes, staff meetings, electronic communication, agendas show structures are in place to ensure all

stakeholders have multiple opportunities to engage in a dialogue with members of school leadership

OBSERVABLES

Solicits input from teacher/staff and leadership team regarding the professional learning needs and the design of the professional learning developments days

Staff, students and families can clearly communicate what the vision and goals are of the school/department

Develops and communicates clear expectations and responsibilities for staff in responding to school safety and student discipline matters

Structures and processes promote effective communication and timely resolution of conflicts and concerns (ie grievances, compliants)

School/department daily structures and communications are restated and/or modified as the year progresses

Appropriate communication is utilized, matching purpose and audience

Technology is utilized to enhance communication, engagement and connecting staff, students and families to improve learning environment

Diversity is valued and supported through multiple forms of communication

Effective verbal and visual delivery techniques are evident when information is presented

Increased student enrollment and retention are promoted through effective communication with current and prospective parents and students

Community dynamics and stakeholder input are considered when making decisions

Stakeholders indicate that communications are responded to in a timely, polite, and helpful manner

Treats all stakeholders fairly, equitably and with dignity and respect

Responds to students, staff, community and family requests in a timely manner

6. SERVICE TO SITES

Goal: The district leader meets or exceeds needs and expectations of all stakeholders, specifically colleagues, staff, students, families, community and supervisors.

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Strategically plans ways to

demonstrate superior customer

service; establishes and nurtures

relationships with stakeholders,

regularly inviting feedback and

suggestions

Models and builds the capacity of

the system to proactively and

sustainably meet stakeholder needs

through effective diagnosis, problem

solving and trouble-shooting

Generates interdependent,

integrated, interdepartmental

strategic plans designed to address

site needs before they manifest as

problems; invests personal energy in

pursuing improvements in

interdepartmental communication

and collaboration

Provides consistent high-quality

service; interacts regularly with

stakeholders to ascertain ways to

improve service

Supports and builds capacity in all

customers on an on-going basis;

demonstrates initiative and

resourcefulness in helping clients

identify needs and obtain services

and resources

Supports interdependent, integrated,

interdepartmental response to site

needs; demonstrates personal

responsibility for effective

interdepartmental communication,

collaboration, and follow-up

Seeks to be of service; states that

customer service is important; is

open to building relationships with

stakeholders but has some difficulty

in managing time/attention

strategically

Demonstrates a willingness to

respond to customer needs; tends to

handle problems personally and

without extensive explanation of

approaches rather than building

capacity in others

Often utilizes a silo approach when

addressing site needs; struggles to

identify opportunities for integrated,

interdepartmental efforts or to

communicate effectively across

departments

Does not follow through on

addressing customers’ needs; does

not establish service-oriented

relationships with stakeholders;

occasionally makes choices that

undermine relationships

Resistant to providing service or

creating capacity building

opportunities; actions convey the

impression that the client request is

an imposition or problematic

Does not recognize, ignores, or

deliberately disparages opportunities

to provide integrated,

interdepartmental responses to site

needs; actions sometimes create

problems between departments that

spill onto sites

LEADERSHIP STANDARD 6: SERVICE TO SITES


ARTIFACTS

School/department performance results show proficiency in identifying, gathering, and analyzing the data to determine the essential problems of practice for exceptional

service to sites and actions to address to address those gaps

Department and staff professional learning plans are based on data, engaging in collaborative learning experiences and show customer service goals and actions

Student and staff surveys reflect department is creating conditions that are critical to their site improvement

Department strategic plan is aligned to the district mission and to school/department needs and issues

Data reports, action plans, managing changes processes with feedback built in from all stakeholders show the quality of service is systematically monitored and

continuously improved

All agenda, budgets, plans show active interest in effectively meeting school/department needs

Performance data shows meeting or exceeding service to sites metrics

Department conversations, agendas, communications, reports show customer service data in relation to improving student learning are evident

Department plans and calendars show self-sustaining systems are created that support school/department needs

Department plans show future needs based on trend data from multiple sources with the potential barriers anticipated with contingency plans developed

Communication documents showing a pattern of customer satisfaction

360 feedback results for self-assessment rating and goal setting

OBSERVABLES

Sites are clear on where to go for their needs and communicate consistent messages about high quality service from the department

Every member of the department staff can communicate high quality service to sites is a priority to improve student learning

Takes initiative and remains solutions-oriented at all times

Responses from the leader include input from other departments

School needs are addressed with differentiated support

Healthy team behaviors that support accountability, performance and high expectations are demonstrated and cultivated

Feedback and guidance are sought and responded to in a timely and professional manner

All stakeholders’ capacity is built so they can complete the same task independently in the future

Active interest in effectively meeting school/department needs is evident